Text Complexity in Science and Literacy Education
Science & Literacy - Text Complexity
“Beyond the Land of Oz”
Sid Larson, Literacy Consultant
CESA2
Dr. Kevin
Anderson
Kelly Gallagher
Text Complexity Staircase
Reading Anchor Standard #10:
Read and comprehend complex
literary
and informational texts
independently
and proficiently.
How Complex Are Your Science Texts?
5
Recommended Placement
McDougal
Littell
7
th
grade
Source:
9
Overview of Text
Complexity
Text complexity
is defined by:
10
Measures such as:
•
Word length
•
Word
frequency
•
Word difficulty
•
Sentence
length
•
Text length
•
Text cohesion
Step 1: Quantitative Measures
Count 100
words
Count the number of sentences= 8
Syllables=166
Lexile Measure Example
980L
Mean Sentence Length
13.60
Mean Log Word Frequency
3.33
Word Count
136
Reading Levels?
•
So Lexile has this page matched to the
6-8 grade band of the CCSS.
•
Fry places the page around 10
th
grade.
•
Matching text to student strictly by a
readabilty score is not an exact
science.
•
Convenience versus professional
judgment.
16
Step 2: Qualitative Measures
Measures such as:
•
Levels of meaning
•
Levels of purpose
•
Structure
•
Organization
•
Language conventionality
•
Language clarity
•
Prior knowledge demands
http://www.livebinders.com/play/play?id=813039#
anchor
Let’s Analyze the Qualitative Features of
the Science Text!
Equator?
Math
Vocab
Geograph
y Vocab
2 Meanings
Grammar:
Dependent
Clauses
Very
Complex
Sentences
Notice the
number of
dependent
clauses!
Text Structures
Text structures
- the way
that authors organize
information - help
students focus attention
on key concepts and
relationships, anticipate
what’s to come, and
monitor their
comprehension as they
read.
Latitude
affects
temperature
The key concept.
Notice “Check Your
Reading” at the very
bottom of the page!
Also the thesis of the
page. Notice the 1
st
sentence although
“affects” is used not
“effect”.
23
Step 3: Reader and Task
Considerations such as:
•
Motivation
•
Knowledge and
experience
•
Purpose for reading
•
Complexity of task
assigned regarding text
•
Complexity of questions
asked regarding text
24
What aspects of the text will likely
pose the most challenge for my
students?
–
What are natural areas of
focus
for this text?
–
With what standards do my
students need the most
practice?
Reader and Task Considerations
Will the complexity of any before,
during, and after reading tasks
or the complexity of any questions
asked about the text interfere with
the reading experience?
What supports do I need to
provide so all of my
students (even those who
are struggling readers) can
access the text?
Reader &Task
•
What purpose does the reader have?
Answer questions at the end of section?
Teacher discussion? Quiz?
•
The author of this science text page
assumes many things about the students
who will read :
Working knowledge of tier 2 math & geography
vocab
Complex grammatical structures
The strategy of moving across 3 separate texts
Background knowledge of geography including
map reading skills
Background knowledge of Earth’s orbit
Analysis
•
Little on this page would prevent a 7
th
grader from fluently reading the
text…”word calling”.
•
However, the complexity of the text
could prevent
access to
comprehension
.
•
“I read it, but I don’t get it” may be the
truthful response of students lacking
scaffolds and strategies to unlock what
this text says.
How has Complex Text been handled in
the Disciplines?
“Expectation condition”
– students are expected to
comprehend such texts without instruction and
scaffolding
“Dependence condition”
– students are assigned to
read such texts but do not need to reach
satisfactory comprehension as they can depend on
being told what they need to know
“Bypass condition”
– students are not even
assigned to read such texts and operate in a “print
free” environment where virtually all they need to
know will be delivered through telling, showing, and
interactive or “hands-on” activities
Our Role as Mentors
(A “New” Condition)
•
The person in your room most skilled as
a reader of science is
YOU!
In
comparison, your students are
apprentices.
•
“
Mentoring condition
” – students are
mentored to comprehend such texts
and are provided instruction and
scaffolding
Frontloading Decisions
How do you decide if your text will
require frontloading?
•
What is “below” the surface of the text, unstated
but necessary for comprehension?
•
What does the author assume the reader already
knows? (Hidden Knowledge)
vocabulary
concepts
text structure
•
From a reader and task perspective, do you need
to activate prior knowledge or do you need to
build background knowledge? What do you want
students to know and do?
“
Points of Entry” Nov. 2013
Rigorous Reading,
2013
by Doug Fisher &
Nancy Frey
Access Point One:
Purpose and Modeling
Access Point Two:
Close and Scaffolded
Reading Instruction
Access Point Three:
Collaborative
Conversations
Access Point Four:
An Independent
Reading Staircase
Access Point Five:
Demonstrating
Understanding and Assessing
Performance
1.31
Access Point #1: Purpose
•
Tell students what they will be learning
•
What they will do with what they learn
•
How they will interact with others as
they learn
•
A number of studies have found that when the
teacher states objectives and provides feedback,
student learning increases.(Dean, Stone, Hubbell, &
Pitlet, 2012)
•
Students benefit from having a clearly established
purpose for learning, which alerts them to what is
expected and draws their attention to salient points
of instruction.(Marzano, 2009)
Modeling for Access
•
Model That Which is Difficult for
Students
•
Model Ways to Resolve Problems
Structural Analysis: Looking Inside Words
Context Clues: Looking Outside Words
Using Resources: Looking Further Outside Words
•
Model How You Interact With
Texts(Annotations)
•
Model Through Think-Alouds
•
Model Through Interactive Shared
readings
Access Point #2: Close and Scaffolded
Reading Instruction
3.1
This means…asking students to “work”
the text through text-dependent
questions which require students to find
the evidence of their answers in the
text.
As the teacher you use questions
differently. They are not meant to
interrogate the class to see who read
the assignment and who did not.
Disciplinary Lens
Literacy Practices
Comprehension
Processes
Make connections
Generate Questions
Make inferences
Monitor reading
Synthesize
Determine importance
Create Mental Images
Is a critical linchpin in the process of
assessing complex texts
Supports student learning in the
absence of the teacher
Provides opportunities for students to
apply skills and strategies
Allows for authentic practice of
academic language
Collaborative Learning
Access Point #3: Collaborative
Conversations
Access Point #4: An Independent
Reading Staircase
Classroom Libraries
What is so complex
about text complexity?
Building Collections of Appropriately Complex
Texts in All Disciplines
http://www.livebinders.com/media/get/NDQ4Nzg
3Mg==
Access Point #5: Demonstrating Understanding
and Assessing Performance
Deeper
comprehension is
not the ultimate
goal.
What can students be asked to do
with that deeper understanding?
To
KNOW
…AND …
Be able to
DO!
In Conclusion
Science literacy begins with each
science teacher being aware of the
unique demands of science text.
Lessons need to be strategic and
purposeful and involve the same
reading, writing, speaking & listening
that real scientists use.
In Conclusion
Use the support available in your
district such as a literacy coach.
Contact your CESA for workshops and
additional support.
Contact Dr. Kevin Anderson
kevin.anderson@dpi.gov
Contact Sid Larson , Literacy
Consultant
sid.larson@cesa2.org
Kelly Gallagher’s 1st belief is that the Wizard of Oz would have made a lousy teacher. He uses his own classroom and the intensive preparation he went through to be ready for teaching Shakespeare. All of the preparation was behind the curtain leading students to think he must have some DNA Shakespearian gene. Students needed to see the reading, writing, and thinking he applied to his lesson. In other words, he needed to model the literacy demands of his discipline. As science teachers we also need to come out from behind the curtain and mentor the literacy demands of our discipline. This process can begin with a heightened awareness of the complexity of text used in the discipline of science.
Exploring the concept of text complexity beyond the familiar realm of Oz, this presentation delves into quantitative and qualitative measures, reader and task considerations, and steps to assess text complexity. Various resources and examples are provided to help educators gauge and improve the complexity of scientific texts for better comprehension and analysis.
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Presentation Transcript
Science & Literacy - Text Complexity Beyond the Land of Oz Dr. Kevin Anderson Sid Larson, Literacy Consultant CESA2
Text Complexity Staircase Reading Anchor Standard #10: Read and comprehend complex literary and informational texts independently and proficiently.
Recommended Placement Reader and Task 5
McDougal Littell 7th grade
Overview of Text Complexity Text complexity is defined by: 1. Quantitative measures readability and other scores of text complexity often best measured by computer software. 2. Qualitative measures levels of meaning, structure, language conventionality and clarity, and knowledge demands often best measured by an attentive human reader. 3. Reader and Task considerations background knowledge of reader, motivation, interests, and complexity generated by tasks assigned often best made by educators employing their professional judgment. Reader and Task Source: 9
Step 1: Quantitative Measures Measures such as: Word length Word frequency Word difficulty Sentence length Text length Text cohesion 10
Count the number of sentences= 8 Syllables=166 Count 100 words
Lexile Measure Example 980L Mean Sentence Length 13.60 Mean Log Word Frequency 3.33 Word Count 136
Reading Levels? So Lexile has this page matched to the 6-8 grade band of the CCSS. Fry places the page around 10th grade. Matching text to student strictly by a readabilty score is not an exact science. Convenience versus professional judgment.
Step 2: Qualitative Measures Measures such as: Levels of meaning Levels of purpose Structure Organization Language conventionality Language clarity Prior knowledge demands http://www.livebinders.com/play/play?id=813039# anchor 16
Lets Analyze the Qualitative Features of the Science Text!
Math Vocab Geograph y Vocab 2 Meanings
Notice the number of dependent clauses!
Text Structures Latitude affects temperature The key concept. Notice Check Your Reading at the very bottom of the page! Also the thesis of the page. Notice the 1st sentence although affects is used not effect . Cause & Effect Chron. Order Text structures - the way that authors organize information - help students focus attention on key concepts and relationships, anticipate what s to come, and monitor their comprehension as they Compare Contrast Process Problem/ Solution read. Definition or Description
Step 3: Reader and Task Considerations such as: Motivation Knowledge and experience Purpose for reading Complexity of task assigned regarding text Complexity of questions asked regarding text 23
Reader and Task Considerations Will the complexity of any before, during, and after reading tasks or the complexity of any questions asked about the text interfere with the reading experience? Reader and Task What supports do I need to provide so all of my students (even those who are struggling readers) can access the text? What aspects of the text will likely pose the most challenge for my students? What are natural areas of focus for this text? With what standards do my students need the most practice? 24
Reader &Task What purpose does the reader have? Answer questions at the end of section? Teacher discussion? Quiz? The author of this science text page assumes many things about the students who will read : Working knowledge of tier 2 math & geography vocab Complex grammatical structures The strategy of moving across 3 separate texts Background knowledge of geography including map reading skills Background knowledge of Earth s orbit
Analysis Little on this page would prevent a 7th grader from fluently reading the text word calling . However, the complexity of the text could prevent access to comprehension. I read it, but I don t get it may be the truthful response of students lacking scaffolds and strategies to unlock what this text says.
How has Complex Text been handled in the Disciplines? Expectation condition students are expected to comprehend such texts without instruction and scaffolding Dependence condition students are assigned to read such texts but do not need to reach satisfactory comprehension as they can depend on being told what they need to know Bypass condition students are not even assigned to read such texts and operate in a print free environment where virtually all they need to know will be delivered through telling, showing, and interactive or hands-on activities
Our Role as Mentors (A New Condition) The person in your room most skilled as a reader of science is YOU! In comparison, your students are apprentices. Mentoring condition students are mentored to comprehend such texts and are provided instruction and scaffolding
Frontloading Decisions How do you decide if your text will require frontloading? What is below the surface of the text, unstated but necessary for comprehension? What does the author assume the reader already knows? (Hidden Knowledge) vocabulary concepts text structure From a reader and task perspective, do you need to activate prior knowledge or do you need to build background knowledge? What do you want students to know and do?
Points of Entry Nov. 2013 Rigorous Reading, 2013 by Doug Fisher & Nancy Frey
Access Point One: Purpose and Modeling Access Point Two: Close and Scaffolded Reading Instruction Access Point Three: Collaborative Conversations Access Point Four: An Independent Reading Staircase Access Point Five: Demonstrating Understanding and Assessing Performance 1.31
Access Point #1: Purpose Tell students what they will be learning What they will do with what they learn How they will interact with others as they learn A number of studies have found that when the teacher states objectives and provides feedback, student learning increases.(Dean, Stone, Hubbell, & Pitlet, 2012) Students benefit from having a clearly established purpose for learning, which alerts them to what is expected and draws their attention to salient points of instruction.(Marzano, 2009)
Modeling for Access Model That Which is Difficult for Students Model Ways to Resolve Problems Structural Analysis: Looking Inside Words Context Clues: Looking Outside Words Using Resources: Looking Further Outside Words Model How You Interact With Texts(Annotations) Model Through Think-Alouds Model Through Interactive Shared readings
Access Point #2: Close and Scaffolded Reading Instruction This means asking students to work the text through text-dependent questions which require students to find the evidence of their answers in the text. As the teacher you use questions differently. They are not meant to interrogate the class to see who read the assignment and who did not. 3.1
Comprehension Processes Make connections Generate Questions Make inferences Monitor reading Synthesize Determine importance Create Mental Images Disciplinary Lens Literacy Practices
Access Point #3: Collaborative Conversations Is a critical linchpin in the process of assessing complex texts Supports student learning in the absence of the teacher Provides opportunities for students to apply skills and strategies Allows for authentic practice of academic language Collaborative Learning
Access Point #4: An Independent Reading Staircase
Building Collections of Appropriately Complex Texts in All Disciplines What is so complex about text complexity? http://www.livebinders.com/media/get/NDQ4Nzg 3Mg==
Access Point #5: Demonstrating Understanding and Assessing Performance Deeper comprehension is not the ultimate goal. What can students be asked to do with that deeper understanding? To KNOW AND Be able to DO!
In Conclusion Science literacy begins with each science teacher being aware of the unique demands of science text. Lessons need to be strategic and purposeful and involve the same reading, writing, speaking & listening that real scientists use.
In Conclusion Use the support available in your district such as a literacy coach. Contact your CESA for workshops and additional support. Contact Dr. Kevin Anderson kevin.anderson@dpi.gov Contact Sid Larson , Literacy Consultant sid.larson@cesa2.org
